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researchED New York

Date: 02 May 2015

Location: Riverdale Country School, New York, NY 10471

Organiser: researchED International

Status: Closed

The UK's teacher conference success story of 2014 comes to the USA in a unique day for teachers, academics, and anyone interested in finding out what the latest research really says about how to improve classrooms and schools.

For teachers: a day of self-led professional development, listening to some of the America's and the UK's most prominent thought leaders, academics and educators; and a chance to speak and meet with professionals of all levels about the classroom issues that face you.

For schools: a way to promote staff development, and a unique opportunity to promote excellence in learning through careful, cautious use of the best of educational research.

For academics and researchers: a chance to listen to practioner experiences of research in the field, to meet others engaged in research, and to bring your research to a wider community of practioners.

Speakers included:

Professor Daniel Willingham, University of Virgina

The challenge of persuading believers: I will offer an incomplete review of what social psychologists know about persuasion, with an eye toward the question "how can a teacher who is well-informed about a research-based topic have a fruitful conversation with a less well-informed colleague?

Karin Chenoweth, The Education Trust

It Can Be Done; It's Being Done; and Here's How. High-performing high-poverty schools may be rare but they do exist and can help us think about how to organize schools in ways that help students and teachers be successful. (Spoiler alert: the leaders in them combine a deep understanding of decades' worth of research with the craft knowledge of expert practitioners.)

Ben Riley, Deans for Impact: 

How might teachers serve as advocates for the science of learning? Emerging scientific insight into how we think and learn has the potential to transform teaching. How might teachers learn more about cognitive science, apply it in their practice, and advocate for its role in the profession? 

Valarie Lewis, Retired Principal/Core Knowledge Fellow

The Core Knowledge Solution: Dare To Be Different. The Core Knowledge Sequence provides a framework for instruction that immerses students in specific knowledge and skills that are essential components for literacy. Through a coherent, cumulative, content-rich approach to curriculum that's brought to life by teachers working together, students have an equal opportunity to prepare for college, career and citizenship.

Angela Logan Smith, Principal, Goldie Maple Academy:

The need to incorporate a rich vocabulary in students' daily instruction. Angela will explain how how her school uses the Core Knowledge curriculum to increase students' vocabulary and ultimately their understanding of various content.

Dr. Diana Sisson and Dr. Betsy Sisson, Sisson and Sisson Educational Consulting Services,

Transforming Research Into Best Practice for Literacy Instruction: What characterizes effective instruction remains one of the most examined issues in education and yet we continue to ponder – what makes good teaching? Research suggests key ways to ensure that our students are receiving the best possible education ...and along the way acquiring the competencies and experiences they need to help them develop into the confident, independent readers we want all of our children to become.

Dominic Randolph, Principal, Riverdale Country School

Schools of Character & the Character Lab
The session will focus on the cultural work and research we have done at Riverdale over the last seven years to suffuse character skills development in our educational program along with the founding of a non-profit, the Character Lab that funds and supports translational research in schools on the development of non-cognitive capacities in students.

Tom Bennett, Director and founder researchED International

Teachers doing it for themselves: the growth of researchED and how teachers can transform their profession from the ground up. How can we restore professionalism to the profession of teaching? How can we become more research literate? In this session, Tom explores the benefits of being research engaged as educators, and discusses the growth of the researchED phenomenon as an example of an exciting new movement in the teaching communities.

Dr David James, Director of the Festival of Education, Wellington College

Conversations about Education: Dr James will launch an appeal for a crowd-sourced book aimed at pooling the collective wisdom of educationalists

Daisy Christodoulou, Research Coordinator, ARK Schools

Seven Myths about Education: What are they and why do they matter? Some of the most popular ideas in education aren't backed up by evidence. In this session, I'll explain what they are and why they are wrong.

David Weston, Director of the Teacher Development Trust, UK

Developing great teachers: what works, and how do we do it? Drawing on the international evidence as well as his experience of visiting many exceptional schools, David will summarise the key findings about how schools can design and implement the sorts of professional development that improve student outcomes and help teachers thrive. 

Dr John Mighton, JUMP Maths

All Things Being Equal: Using Evidence to Close the Gap Between Students. In a randomized controlled study, students using the JUMP Math program progressed at twice the rate of students in the control group. I will discuss the methods of teaching used in JUMP Math and draw connections between those methods and new research in cognitive science: this research suggests that with the right approach virtually every child can learn and love learning math.

Dr Christina Hinton, Harvard University

Speaking with Carl Hendrick (see below)

Lucy Crehan, Teacher and Education Explorer

What can 'top-performing' systems teach us about education policy? References to 'top performing' systems often elicit groans, as they are used as another stick to beat teachers with. Lucy will take you beyond this misuse to explain how we could usefully approach learning from other systems, and will share some of her reflections from her travels so far.

Glenn Whitman, Director, The Center for Transformative Teaching and Learning

Research Informed Teaching: One School's Deep Dive into the Principles and Strategies of Mind, Brain and Education Science.

Teaching is an art. But teaching is also a science and few teachers and school leaders know that science. This session will show how the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School uses "ready-made" and original research to train 100% of its faculty in how the brain works and learns in partnership with faculty from The Johns Hopkins and Harvard Graduate Schools of Education. Participants will leave with a new, research-informed lens, in which to enhance teacher quality and student achievement in their schools or programs.

Helene Galdin O'Shea, co-founder, researchED

The Emergent Role of Research in a UK Teaching School Alliance (speaking with Kevin Bartle, below).   In this session, we will be tracing the development of a new Teaching School Alliance (The Canons Park TSA) which seeks to prioritise research and development as the lens through which school-led system improvement can be viewed. We will be demonstrating how our Research Advocates have, and will be, shaping the 'capacity', 'collaboration' and 'professional development' strands of the alliance's work.

Anna Riggall, the CfBT

The research lead: the heart of an evidence-based school? This session will explore the rise of the 'research lead' as a key role within research engaged schools. It will consider the historical context, the many interpretations of the role and share some early findings from a current study of pioneering research leads in the UK.

Mary Whitehouse, University of York: 

Research-informed curriculum design: This workshop will look at how we are using research evidence about questioning and the available research about children's understanding of science to develop high quality questions and tasks that will provide evidence of students' learning. 

Carl Hendrick, research lead, Wellington College, UK

The Grassroots Model of Research in Schools. The use of research in schools has moved from a top-down, 'outside-in' model where teachers have often been merely objects of study, to a more grassroots, collaborative model of professional development driven by research-informed approaches.

Dr Gary Jones, Education consultant and researcher

A new school centric definition of evidence-informed practice - why we need it, and what does it mean for practice.

Lauren Schiller, Harvard Graduate School of Education

Universal Design for Learning in the Math Classroom. With a pervasive societal view that some people are just innately bad at math, there exists a need to create a classroom that dispels the myth of a 'mathematical brain' and makes mathematics accessible to all. This session will focus on reducing barriers that exist in the math classroom through Universal Design for Learning, a framework to improve and optimize teaching and learning based on research about how the brain learns.

Catherine Glennon, Harvard Graduate School of Education

A deep look into school-based research. What can a research school partnership can look like and what can it accomplish? A case study of St George's School

Kevin Bartle, Head Teacher, UK, shortlisted Best Blogger, TES Awards 2015 

Speaking with Helene Galdin O'Shea, above

Tom Whitby, co-author of The Relevant Educator: How Connectedness Empowers Learning; Co-Creator of #Edchat

The 8 Tenets of a Connected Relevant Educator. This will be a large group discussion on the mindset of a connected educator, as well as the advantages it may hold in being Relevant.

Professor Robert Janke, Professor of Education at Baldwin Wallace University

Datababble: Misinformation or Scientifically Based Research? Critical thinking skills are presented to empower teachers becoming "research literate" in determining good from bad research. Real-life examples of research errors in multiple areas are presented along with suggestions for best practices in evaluating research.

researchED conferences in the UK have sold out quickly as word spreads about what we do. We believe that teacher practioners and academics should work together in the spirit of collaboration to promote well being in education. We aim to be cost-neutral, so we keep ticket prices low. All speakers give their time for free; we are a wiki-movement, a grass-roots project led by teachers and educators with the aim of raising research literacy in the entire profession. We also aim to make things easier, not harder, for educators.

I look forward to seeing you there.

Tom Bennett,

Classroom teacher and Director, researchED,

Nominee, Global Teacher Prize.

Dr David James,

Director of the Festival of Education, Wellington College,

Co-organiser researchED New York.

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